Cover not available

In:Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 381–402

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 16
Can writing facilitate the development of grammatical competence?

Advancing research agendas

 | Michigan State University
Published online: 20 November 2020
DOI logo with link
https://doi.org/10.1075/lllt.56.16pol
Abstract
Although the act of writing should, theoretically, facilitate grammatical development for second language learners even more so than speaking, most of the empirical research only indirectly supports this view, and some research even contradicts it. In this chapter, I first discuss theoretical support for the role of writing in grammatical development and then summarize related research with six different foci. Next, I propose studies related to these areas, including some conceptual replications and extensions, that might help illuminate any facilitative effects, or lack thereof, on grammatical development through writing.
Article outline
  • Introduction
  • Why writing should facilitate grammatical development
  • Related areas of research
    • How writers focus on grammar
    • Written grammatical development during instruction
    • The effect of task differences
    • Interventions
    • Differences in spoken and written learner language
    • Transfer across modalities
  • Research agendas and research tasks
    • How do writers focus on grammar as they write in less-controlled writing tasks?
      • Task 1
      • Task 2
    • How can or cannot writing instruction be linked to grammatical development?
      • Task 1
      • Task 2
    • Can writing tasks be manipulated to promote grammatical development?
      • Task 1
    • Other than feedback, what kinds of interventions promote grammatical development?
      • Task 1
      • Task 2
      • Task 3
    • Does written grammatical development precede oral grammatical development?
      • Task 1
      • Task 2
    • Can writing activities promote oral grammatical competence?
      • Task 1
      • Task 2
  • Conclusion
  • References
References (74)
References
Abadikah, S., & Valipour, M. (2018). The effect of self-transcription and expert scaffolding on the accuracy of oral production of EFL learners. Pertanika Journal of Social Science & Humanities, 26, 149–166.Google Scholar logo with link to Google Scholar
Abrams, S. (2019). The effects of integrated writing on linguistic complexity in L2 writing and task complexity. System, 81, 110–121. Google Scholar logo with link to Google Scholar
Baaijen, V. M., Galbraith, D. & de Glopper, K. (2012). Keystroke analysis: Reflections on procedures and measures. Written Communication, 29, 246–277. Google Scholar logo with link to Google Scholar
Bardovi-Harlig, K. (2001). Another piece of the puzzle: The emergence of the present perfect. Language Learning, 51(Sup), 215–264. Google Scholar logo with link to Google Scholar
Barkaoui, K. (2016). What and when second language learners revise when responding to timed writing tasks on the computer: The roles of task type, second language proficiency, and keyboarding skills. Modern Language Journal, 100, 320–340. Google Scholar logo with link to Google Scholar
Belcher, D. (2017). On becoming facilitators of multimodal composing and digital design. Journal of Second Language Writing, 38, 80–85. Google Scholar logo with link to Google Scholar
Biber, D., & Gray, B. (2010). Challenging stereotypes about academic writing: Complexity, elaboration, explicitness. Journal of English for Academic Purposes, 9, 2–20. Google Scholar logo with link to Google Scholar
Bitchener, J., & Storch, N. (2016). Written corrective feedback for L2 development. Bristol, UK: Multilingual Matters. Google Scholar logo with link to Google Scholar
Brooks, L., & Swain, M. (2009). Languaging in a collaborative setting. In A. Mackey & C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 58–89). New York, NY: Routledge.Google Scholar logo with link to Google Scholar
Chau, H. T. (2014). The effects of planning with writing on the fluency, complexity, and accuracy of L2 oral narratives (Unpublished doctoral dissertation). Michigan State University.Google Scholar logo with link to Google Scholar
Chukharev-Hudilainen, E., Saricaoglu, A., Torrance, M., & Feng, H. H. (2019). Combined deployable keystroke logging and eye tracking for investigating L2 writing fluency. Studies in Second Language Acquisition, 41, 583–604. Google Scholar logo with link to Google Scholar
Cimasko, T., & Shin, D.-S. (2017). Multimodal resemiotization and authorial agency in an L2 writing classroom. Written Communication, 34, 387–413. Google Scholar logo with link to Google Scholar
Cumming, A. (1990). Expertise in evaluating second language compositions. Language Testing, 7, 31–51. Google Scholar logo with link to Google Scholar
De Jong, N., & Perfetti, C. A. (2011). Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61, 533–568. Google Scholar logo with link to Google Scholar
DeKeyser, R. (2015). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 94–112). New York, NY: Routledge.Google Scholar logo with link to Google Scholar
De Oliveira, L., & Lan, S. W. (2014). Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, 25, 23–39. Google Scholar logo with link to Google Scholar
Ellis, N., & Wulff, S. (2015). Usage-based approaches to SLA. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 75–93). New York, NY: Routledge.Google Scholar logo with link to Google Scholar
Ferris, D., & Hayes, H. (2019). The five-paragraph essay does not transfer well into more complex types of writing. In N. Caplan & A. Johns (Eds.), Changing practices for the L2 writing classroom (pp. 116–132). Ann Arbor, MI: University of Michigan Press.Google Scholar logo with link to Google Scholar
Gilabert, R., Manchón, R., & Vasylets, O. (2016). Mode in theoretical and empirical TBLT research: Advancing research agendas. Annual Review of Applied Linguistics, 36, 117–135. Google Scholar logo with link to Google Scholar
Godfrey, L., Treacy, C., & Tarone, E. (2014). Change in French second language writing in study abroad and domestic contexts. Foreign Language Annals, 47, 48–65. Google Scholar logo with link to Google Scholar
Harklau, L. (2002). The role of writing in classroom second language acquisition. Journal of Second Language Writing, 11, 329–350. Google Scholar logo with link to Google Scholar
Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44, 84–109. Google Scholar logo with link to Google Scholar
Ishikawa, T. (2007). The effects of manipulating task complexity along the (±here-and-now) dimension on L2 written narrative discourse. In M. D. P. García Mayo (Ed.), Investigating tasks in formal language learning (pp. 136–156). Clevedon, UK: Multilingual Matters.Google Scholar logo with link to Google Scholar
Ishikawa, M. (2018). Written languaging, learners’ proficiency levels and L2 grammar learning. System, 74, 50–61. Google Scholar logo with link to Google Scholar
James, M. (2006). Transfer of learning from a university content-based EAP course. TESOL Quarterly, 40, 783–806. Google Scholar logo with link to Google Scholar
Johnson, M. D. (2017). Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37, 13–38. Google Scholar logo with link to Google Scholar
Kang, E., & Han, Z. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta-analysis. Modern Language Journal, 99, 1–18. Google Scholar logo with link to Google Scholar
Kellogg, R. T. (1996). A model of working memory in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 57–71). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Khuder, B., & Harwood, N. (2015). L2 writing in test and non-test situations: Process and product. Journal of Writing Research, 6, 233–278. Google Scholar logo with link to Google Scholar
Kim, S. (2015). Calling on CALL to meet individual learner needs for grammar instruction in an EFL composition class. Multimedia-Assisted Language Learning, 18, 97–121. Google Scholar logo with link to Google Scholar
Kim, Y. (2011). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 61, 100–140. Google Scholar logo with link to Google Scholar
Knoch, U., Rouhshad, A., & Storch, N. (2014). Does the writing of undergraduate ESL students develop after one year of study in an English-medium university? Assessing Writing, 21, 1–17. Google Scholar logo with link to Google Scholar
Knoch, U., Roushad, A., Oon, S. P., & Storch, N. (2015). What happens to ESL students’ writing after three years of study at an English medium university? Journal of Second Language Writing, 28, 38–52. Google Scholar logo with link to Google Scholar
Krashen, S. (1982). Principles and practice in second language acquisition. New York, NY: Prentice-Hall.Google Scholar logo with link to Google Scholar
(1983). Second language acquisition and second language learning. New York, NY: Pergamon Press.Google Scholar logo with link to Google Scholar
Kurzer, K. (2018). Dynamic written corrective feedback in developmental multilingual writing classes. TESOL Quarterly, 52, 5–33. Google Scholar logo with link to Google Scholar
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22, 1–26. Google Scholar logo with link to Google Scholar
Li, J., & Schmitt, N. (2009). The acquisition of lexical phrases in academic writing: A longitudinal case study. Journal of Second Language Writing, 18, 85–102. Google Scholar logo with link to Google Scholar
Liao, J. (2018). The impact of face-to-face oral discussion and online text-chat on L2 Chinese writing. Journal of Second Language Writing, 41, 27–40. Google Scholar logo with link to Google Scholar
Lynch, T. (2001). Seeing what they meant: Transcribing as a route to noticing. ELT Journal, 55, 124–132. Google Scholar logo with link to Google Scholar
Manchón, R. M. (2017). The potential impact of multimodal composition on language learning. Journal of Second Language Writing, 38, 94–95. Google Scholar logo with link to Google Scholar
Manchón, R. M., & Vasylets, O. (2019). Language learning through writing: Theoretical perspectives and empirical evidence. In J. W. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 341–362). Cambridge: CUP. Google Scholar logo with link to Google Scholar
Mazgutova, D., & Kormos, J. (2015). Syntactic and lexical development in an intensive English for Academic Purposes programme. Journal of Second Language Writing, 29, 3–15. Google Scholar logo with link to Google Scholar
Mozaffari, S. H. (2017). Comparing student-selected and teacher-assigned pairs on collaborative writing. Language Teaching Research, 21, 496–516. Google Scholar logo with link to Google Scholar
Park, J. H., & De Costa, P. (2015). Reframing graduate student writing strategies from an Activity Theory perspective. Language and Sociocultural Theory, 2, 25–50. Google Scholar logo with link to Google Scholar
Polio, C. (2012). The relevance of second language acquisition theory to the written error correction debate. Journal of Second Language Writing, 21(4), 375–389. Google Scholar logo with link to Google Scholar
(2017). Second language writing development: A research agenda. Language Teaching, 50, 261–275. Google Scholar logo with link to Google Scholar
Polio, C. & Kessler, M. (2019). Teaching L2 writing: Connecting SLA theory, research, and pedagogy. In N. Polat, P. MacIntyre, & T. Gregersen (Eds.), Research-driven pedagogy: Implications of L2A theory and research for the teaching of language skills. New York, NY: Routledge. Google Scholar logo with link to Google Scholar
Roca de Larios, J., Marín, J., & Murphy, L. (2001). A temporal analysis of formulation processes in L1 and L2 writing. Language Learning, 51, 497–538. Google Scholar logo with link to Google Scholar
Roquet, H., & Perez-Vidal, C. (2017). Do productive skills improve in content and language integrated learning contexts? The case of writing. Applied Linguistics, 38, 489–511.Google Scholar logo with link to Google Scholar
Sachs, R., & Polio, C. (2007). Learners’ uses of two types of written feedback on a L2 writing revision task. Studies in Second Language Acquisition, 29, 67–100. Google Scholar logo with link to Google Scholar
Schleppegrell, M., Achugar, M., & Oteíza, T. (2004). The grammar of history: enhancing content-based instruction through a functional focus on language. TESOL Quarterly, 38, 67–93. Google Scholar logo with link to Google Scholar
Serrano, R. (2011). The effect of program type and proficiency level on learners’ written production. Revista Española de Lingüística Aplicada, 24, 211–226.Google Scholar logo with link to Google Scholar
Shintani, N., Aubrey, S., & Donnellan, M. (2016). The effects of pretask and posttask metalinguistic explanations on accuracy in second language writing. TESOL Quarterly, 50, 945–955. Google Scholar logo with link to Google Scholar
Storch, N. (2009). The impact of studying in a second language (L2) medium university on the development of L2 writing. Journal of Second Language Writing, 18, 103–118. Google Scholar logo with link to Google Scholar
(2010). Critical feedback on written corrective feedback research. International Journal of English Studies, 10(2), 29–46. Google Scholar logo with link to Google Scholar
(2011). Collaborative writing in l2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31, 275–288. Google Scholar logo with link to Google Scholar
Storch, N., & Tapper, J. (2009). The impact of an EAP course on postgraduate writing. Journal of English for Academic Purposes, 8, 207–233. Google Scholar logo with link to Google Scholar
Suzuki, W. (2017). The effect of quality of written languaging on second language learning. Writing & Pedagogy, 8, 461–482. Google Scholar logo with link to Google Scholar
Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64–81). Cambridge: CUP.Google Scholar logo with link to Google Scholar
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16(3), 371–391. Google Scholar logo with link to Google Scholar
Tavakoli, P. (2014). Storyline complexity and syntactic complexity in writing and speaking tasks. In H. Byrnes & R. M. Manchón (Eds.), Task based language learning. Insights from and for L2 writing (pp. 217–236). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Torres, J. (2018). The effects of task complexity on heritage and L2 Spanish development. Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 74, 128–152. Google Scholar logo with link to Google Scholar
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327–369. Google Scholar logo with link to Google Scholar
Wang, C., & Wang, M. (2014). Effect of alignment on L2 written production. Applied Linguistics, 36, 503–526.Google Scholar logo with link to Google Scholar
Weissberg, R. (2006). Connecting speaking & writing in second language writing instruction. Ann Arbor, MI: University of Michigan Press. Google Scholar logo with link to Google Scholar
Williams, J. (2012). The potential role (s) of writing in second language development. Journal of Second Language Writing, 21, 321–331. Google Scholar logo with link to Google Scholar
Yang, L., & Zhang, L. (2010). Exploring the role of reformulations and a model text in EFL students’ writing performance. Language Teaching Research, 14, 464–484. Google Scholar logo with link to Google Scholar
Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence. Journal of Second Language Writing, 20, 111–133. Google Scholar logo with link to Google Scholar
Yeh, H. C. (2014). Facilitating metacognitive processes of academic genre-based writing using an online writing system. Computer-assisted language learning, 28, 479–498. Google Scholar logo with link to Google Scholar
Yi, Y. (2017). Establishing multimodal literacy research in the field of L2 writing: Let’s move the field forward. Journal of Second Language Writing, 38, 90–91. Google Scholar logo with link to Google Scholar
Yoon, H. J., & Polio, C. (2017). The linguistic development of students of English as a second language in two written genres. TESOL Quarterly, 51, 275–301. Google Scholar logo with link to Google Scholar
Zalbidea, J. (2017). ‘One task fits all’? The roles of task complexity, modality, and working memory capacity in L2 performance. Modern Language Journal, 101, 335–352. Google Scholar logo with link to Google Scholar
Zou, D. (2017). Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis. Language Teaching Research, 21, 54–75. Google Scholar logo with link to Google Scholar
Cited by (3)

Cited by three other publications

Guerrero-Gomez, Janire, María Orcasitas-Vicandi & Marta Kopinska
2025. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning. International Review of Applied Linguistics in Language Teaching 63:2 ► pp. 1421 ff. DOI logo
Manchón, Rosa M.
2023. Writing and Language Learning. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff. DOI logo
Leow, Ronald P., Rosa M. Manchón & Charlene Polio
2022. Writing. In Research methods in instructed second language acquisition [Research Methods in Applied Linguistics, 3], ► pp. 305 ff. DOI logo

This list is based on CrossRef data as of 26 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue